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I can write the introduction of a non-chronological report about Anglo-Saxons.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

An introduction's purpose is to give general facts to the reader.
The introduction gives general facts about the time period and origins of the Anglo-Saxons.
The introduction tells the reader what they will learn in the rest of the report.

Common misconception

Pupils try to include subject-specific information in the introduction.

An introduction's purpose is to introduce the topic and should only include general facts.

Keywords

Introduction - the first paragraph of a non-fiction text that provides essential information about the subject
General facts - facts that exemplify the main information about a subject
Text flow - how a text is written to keep the reader engaged

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Hello, I'm Ms. Chu, and I'm really excited to be taking you on your English learning journey today.

Let's get started.

The lesson outcome for today is, I can write the introduction of a non-chronological report about Anglo-Saxons.

The key words in this lesson are my turn and then your turn, introduction, general facts, text flow.

The introduction is the opening section of a nonfiction text that encourages the reader to read on.

General facts are the most basic or necessary facts.

Text flow is how a text is written to keep the reader engaged and hooked in.

The lesson outline for today is split into two parts, preparing to write and writing the introduction, so let's get started preparing to write.

A non-chronological report can be structured into four sections, the introduction, section one, settlements, section two, farming, and the final section is the conclusion.

In this lesson though, we are only going to be focusing and writing the introduction.

When we write, we always try to do these things.

We plan and say each sentence before we write it.

We use punctuation where we know the rules.

We showcase each sentence type we know.

We write letters neatly on the line in joined handwriting.

We use spelling strategies to spell words accurately, and finally, we check and improve our writing, when we think we have finished.

Before we write, let's find out a little bit about who the Anglo-Saxons were.

Anglo-Saxons came from many places all over Europe.

I wonder if you could just have a quick look at where the arrows are, Denmark, Germany, and the Netherlands, but they might look a little bit different to you this time because, at that time, they were known as Jutes, Angles, and Saxons.

Let's look at the Anglo-Saxons' place in history on a written timeline.

Let's go way back to the Stone Age 800,000 BCE.

BCE stands for Before Common Era.

We generally use BCE and CE to date historical events.

Let's jump fast forward to the Bronze Age, which was 2000 BCE.

Then the Iron Age, 700 BCE, and the Romans invaded Britain, 43 CE.

Then the Romans leave and the Anglo-Saxons arrive in 410 CE, so this is the point that we're interested in.

Then the Vikings begin to raid Britain 789 CE.

This period here in purple is called the Early Middle Ages, and this is the period in which the Anglo-Saxons thrived.

A quick true or false now.

The Early Middle Ages came before the arrival of the Anglo-Saxons.

Point to whether you think this is true or whether you think this is false.

That's right.

It's false.

It's false because it was the period before the Anglo-Saxons era, or it's false because it was the period of the Anglo-Saxon era? Yes, that's right.

The Early Middle Ages was the period of the Anglo-Saxon era.

Let's plan what we are going to write.

There are some general facts that the reader needs to know about the Anglo-Saxons in the introduction, so we know that they are a group of people who came to England in the late fifth century until the 11th century.

This is called the Middle Ages.

They changed parts of British ways of life and they came from a range of places.

We're going to try and link the last two points later on in this lesson.

What I would like you to do now is I want you to think about which of these are true about the Anglo-Saxons.

Were they A, One person, B, They came to England, C, Because they were made up of different tribes, they brought different ideas about how culture and society should work, D, their period of history had no lasting impact on England? Pause the video now and think about which of these do you think are true.

Okay, let's have a look at what the answers are.

I had they came to England.

Hope you have the same, and I ticked C, Because they were made up of different tribes, they brought different ideas about how culture and society should work.

What is the purpose of the introduction paragraph? It's to give the reader the most basic information, tell the reader what they're going to learn, and to inspire the reader to read on.

The first sentence of the introduction must always be a general sentence.

Another quick true or false.

The purpose of the introduction is to provide general information.

Point to whether you think this is true or whether this is false.

Get ready to point in three, two, one.

That's right, it's true, and what is the reason for this? Is it A, it provides a clear overview of the topic or subject, or is it B, it provides specific details about a topic or subject? Yes, the answer is A, it provides a clear overview of the topic or subject.

It gives general information.

Let's look back at the general facts the reader needs to know.

We've got one, two, three, four, five, six bullet points that we need to include in our introduction, but we can't do it all at the same time, so we're just going to focus on the first two bullet points.

A group of people came to England.

We are now onto the first Talk Task of the lesson.

I would like you to say your first sentence aloud because this helps you to practise what you're going to write.

Your sentence must give a general fact.

Here is a sentence stem, The Anglo-Saxons were a mm that lived in mm during the mm.

Let me give you a little clue.

Use your plan.

They were a group of people that lived in where? Pause the video and have a go at your Talk Task.

Okay, shall we have a look at my sentence? I have the Anglo-Saxons were a group of people that lived in England during the Early Middle Ages.

Well done if you got that.

Let's practise a different sentence type now by looking at these two sentences, which are both simple sentences.

This period in history started in the late fifth century.

That's one simple sentence with one main clause, and it ended in the 11th century.

That's our second simple sentence with also one main clause, main and main.

What would happen if we joined two main clauses together? Well, we would need a coordinating conjunction and that would turn the two simple sentences into a compound sentence.

Let's check if you've been listening, A compound sentence is formed of one main clause.

Is that true or is that false? Get ready to point to the right answer in three, two, one.

It is false.

Is it because compound sentences have at least two main clauses, or is it false because simple sentences have one main clause? Well, we know a compound sentence has at least two main clauses, so it's got to be A.

Let's have another look back at the general facts.

We have already said a sentence about the Anglo-Saxons is a group of people who came to England and now we are going to focus on the next two bullet points, that they were in England in the late fifth century until the 11th century, and they formed a period of history called the Early Middle Ages.

Right, let's put our knowledge to the test.

We're going to say the main clause first.

Then we're gonna use an and to join it to the second main clause.

My turn, \"This period in history started in the late fifth century\" is my first main clause.

And is my coordinating conjunction, \"and it ended in the 11th century.\" Now it is your turn.

Say the first main clause.

Use and join it to the second main clause.

Here is a sentence scaffold to help you.

\"This period in history started in the late fifth century and,\" your turn.

Pause the video and have a practise saying your sentence.

Okay, how did you get on? Did you say, \"This period in history started in the late fifth century and it ended in the 11th century\"? Well done if you did.

Let's just put it all together now, the sentences that we have said out loud.

The first sentence was general, yes, and then did we use an and to join two ideas? Should we have a look at it written down? \"The Anglo-Saxons were a group of people that lived in England during the Early Middle Ages.\" Yes, that is a general sentence, so I'm going to highlight it, and then my second sentence, have I used an and? \"This period in history started in the late fifth century and ended in the 11th century\", so yes, I have used an and to join my two ideas.

Now you are onto your first task.

Say your first two sentences of the introduction.

Say a general fact in your first sentence, and say a compound sentence for your second sentence.

Use the sentence scaffold here to help you.

\"The Anglo-Saxons were mm.

This period in history mm and it mm.\" Remember this is a Talk Task, so good luck with that.

Pause the video and have a go.

Did you manage to say your first two sentences of the introduction? Let's have a quick look again.

\"The Anglo-Saxons were a group of people that lived in England during the Early Middle Ages.\" That is a general fact.

\"This period in history started in the late fifth century and it ended in the 11th century.\" That is a compound sentence because it has the coordinating conjunction and which joins the two main clauses.

Wow.

We have done such a great job of saying our sentences.

Let's look back at the general facts.

We have said a sentence about the first and second bullet point.

We have just said a sentence about the third and fourth bullet points.

Now we are going to finish by looking at the final two bullet points, changed parts of British ways of life, came from a range of places, and let's see if we can try and link those two ideas together.

Let's look at viewpoint fronted adverbials first.

They are helpful to introduce facts.

Impressively is an example of a viewpoint fronted adverbial.

We normally use this before a fact, which makes you think wow.

Intriguingly is a viewpoint fronted adverbial before a fact that is curious, and significantly is used before a fact that is a very important, I wonder if you can have a go at saying these viewpoint fronted adverbials.

Let's do my turn, your turn.

Impressively, intriguingly, significantly.

Wow, you're so good at saying those words.

Let's see if we can use one of these to help us to say our next sentence.

Let's have a go at an I do, we do.

I'm going to start.

I'm going to use the viewpoint fronted adverbial intriguingly to say my next sentence.

Let me have a go.

\"Intriguingly, the Anglo-Saxons changed parts of British ways of life because they came from different places.\" Do you think you could have a go at saying it? It's your turn.

This time, I want you to also use the viewpoint fronted adverbial intriguingly.

Use the sentence scaffold to help you.

\"Intriguingly, the Anglo-Saxons developed\", we can change our vocabulary here, \"developed ways of mm, because they had come from mm.\" Pause the video and have a go saying your next sentence.

Okay, should we have a look at what your sentence could have been? \"Intriguingly, the Anglo-Saxons developed ways of British life because they had come from a range of different countries.\" Okay, we are on the next task of the lesson.

You are going to say the next sentence of the introduction using a viewpoint fronted adverbial to start off your lesson.

This time you're going to use because to join the two clauses instead of and.

Use the sentence scaffold here to help you.

\"Significantly, the Anglo-Saxons mm because mm.\" Pause the video and have a go.

Okay, let's have a look at another example of how we could say the next sentence.

Instead of intriguingly, you could have used significantly.

\"Significantly, the Anglo-Saxons altered parts of British culture, politics, and society because they had arrived from different cultures of their own.\" Wow, we have done so much rehearsing and now we are ready to write the introduction.

Who's ready to write it with me? Before we write, let's have a look at the success criteria because this really helps us to write effectively.

I have written a general fact about the Anglo-Saxons.

I have written three different sentence types, simple, compound, and adverbial complex.

I have written a viewpoint fronted adverbial, and I have written a final sentence that tells the reader what they will learn in the report.

Let's look at a model of the first two sentences written.

I've got my introduction subheading underlined.

Then I'm beginning my paragraph with an indentation, so slightly to the right of the margin I start my first sentence.

\"The Anglo-Saxons were a group of people that lived in England during the Early Middle Ages.

This period in history started in the late fifth century and it ended in the 11th century.\" Hmm, I wonder what things I can tick off already.

I have written a general fact.

Yes, I have.

\"The Anglo-Saxons were a group of people that lived in England,\" so I can tick that one off.

Can I tick off something else? Yes, I can tick off that.

It's a simple sentence as well, so I'm going to do that.

And then, have I written a compound sentence as my second sentence? Yes, I have.

I've used the coordinating conjunction and to link my two main clauses.

I wonder if you could have a go now at writing the introduction.

Use your success criteria and the general facts to help you structure your paragraph.

Let's read through it one more time and then I'll set you off on your task.

\"I have written a general fact about the Anglo-Saxons.

I have written three different sentence types, simple, compound, and adverbial complex.

I have written a viewpoint fronted adverbial,\" and \"I have written a final sentence that tells the reader what they will learn in the report.\" Good luck with your writing and I can't wait to read it.

At the end of every writing task, we always have to use our success criteria to check that we have included everything.

We have written an introduction subheading.

We have said the Anglo-Saxons were a group of people that lived in England during the Early Middle Ages, so we could tick the general fact off.

We could also tick off the fact that it's a simple sentence.

We can tick off that the second sentence is a compound sentence, has the coordinating conjunction and.

We can tick off the adverbial complex sentence.

\"The Anglo-Saxons changed parts of British ways of life because they came from different places.\" The adverbial complex sentence here has two clauses, a main clause and the subordinate clause, \"because they came from different places\" is the subordinate clause, and \"the Anglo-Saxons changed parts of British ways of life\" is the main clause.

Because is our subordinating conjunction, so we can tick that one off.

I have used the viewpoint fronted adverbial intriguingly, so I'm going to tick that one off, and then my final sentence, \"In this report, you'll be educated about Anglo-Saxons' settlements and farming practises\" tells the reader what they will learn in the report, so I'm going to give my last thing on my success criteria a big, fat tick.

To summarise, the introduction is the opening section of a non-fiction text that encourages the reader to read on.

The purpose of the introduction is to give the reader the most basic information and to tell the reader what they're going to learn in the report.

The introduction is written using a variety of sentence types.

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the Anglo-Saxons?" }, "questionType": "Multiple choice", "correct": [ { "text": "They were a group of people." }, { "text": "They formed a period of history." }, { "text": "They settled in England." } ], "choices": [ { "text": "They came from Asia." }, { "text": "They were a group of people." }, { "text": "They had no impact on history." }, { "text": "They formed a period of history." }, { "text": "They settled in England." } ], "id": "77e4455a-078f-0c71-cd1c-11de435331d3", "lessonId": "bf503ffd-192c-57e6-de12-a266f161bef5" }, { "type": "Question", "question": { "text": "What is the purpose of the introduction of a non-chronological report?" }, "questionType": "Multiple choice", "correct": [ { "text": "to provide the reader with a clear and general overview about the subject" } ], "choices": [ { "text": "to provide specific details about a topic" }, { "text": "to provide thoughts and opinions about a topic" }, { "text": "to provide the reader with a clear and general overview about the subject" } ], "id": "9f1b2491-d1fb-6d24-9f33-0dd01b680a8f", "lessonId": "bf503ffd-192c-57e6-de12-a266f161bef5" }, { "type": "Question", "question": { "text": "Which is true of a viewpoint fronted adverbial?" }, "questionType": "Multiple choice", "correct": [ { "text": "It is used by the writer to tell the reader their opinion." } ], "choices": [ { "text": "It is used by the writer to tell the reader their opinion." }, { "text": "It is always used in a sentence." }, { "text": "It is used to sequence events." } ], "id": "0701b3aa-e29a-7f27-a8bf-3bb52150fa64", "lessonId": "bf503ffd-192c-57e6-de12-a266f161bef5" }, { "type": "Question", "question": { "text": "How can a simple sentence be turned into a compound sentence?" }, "questionType": "Multiple choice", "correct": [ { "text": "by adding a co-ordinating conjunction and a second main clause" } ], "choices": [ { "text": "by adding a co-ordinating conjunction and an exclamation mark" }, { "text": "by adding a co-ordinating conjunction only" }, { "text": "by adding a co-ordinating conjunction and a second main clause" }, { "text": "by adding a second main clause with no co-ordinating conjunction" } ], "id": "2ba6294b-149c-bdfe-9335-5ccbc2516abd", "lessonId": "bf503ffd-192c-57e6-de12-a266f161bef5" }, { "type": "Question", "question": { "text": "Which three of these are subordinating conjunctions?" }, "questionType": "Multiple choice", "correct": [ { "text": "because" }, { "text": "when" }, { "text": "as" } ], "choices": [ { "text": "because" }, { "text": "and" }, { "text": "when" }, { "text": "but" }, { "text": "as" } ], "id": "983e4473-8025-9d96-364a-2d1b41945fe3", "lessonId": "bf503ffd-192c-57e6-de12-a266f161bef5" }, { "type": "Question", "question": { "text": "Match the sentence types to their definitions." }, "questionType": "Matching", "pairs": [ { "left": { "text": "adverbial complex sentence " }, "right": { "text": "formed of a main clause and one or more subordinate clauses" } }, { "left": { "text": "compound sentence" }, "right": { "text": "formed of two main clauses and a co-ordinating conjunction" } }, { "left": { "text": "simple sentence" }, "right": { "text": "formed of one main clause" } } ], "id": "ef197f2b-7186-6cfc-2183-0182056c3d56", "lessonId": "bf503ffd-192c-57e6-de12-a266f161bef5" } ], "lessonId": "bf503ffd-192c-57e6-de12-a266f161bef5", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": "Year 4", "topic": null, "unit": "Anglo-Saxons: non-chronological report", "lessonCount": "10", "age": [ 8, 9 ], "gradeId": "age_8_9", "gradeStage": "Key Stage 2", "lesson": "Writing the introduction of a non-chronological report about Anglo-Saxons" } } ] }